This crumpled piece of exterior sheathing was recovered from the debris pile of the World Trade C
Grade Range: K-12
Resource Type(s): Lessons & Activities, Reference Materials, Lessons & Activities, Reference Materials
Date Posted: 8/30/2011
In August 2011, the National Museum of American History, National September 11 Memorial & Museum, Pentagon Memorial Fund, and Flight 93 National Memorial, offered an online conference, September 11: Teaching Contemporary History, for K-12 teachers. This website includes the conferense sessions, which highlighted resources available at each organization, provided background information on September 11, and encouraged conversations on how to document, preserve, and interpreted recent history and current events. The site also includes frequently asked questions about September 11 and the memorial sites, K-12 resources from the Museum and the memorial sites, timelines of the events at each site, and access to an online community group for further discussion about September 11.
Historical Thinking Standards (Grades K-4)
United States History Standards (Grades 5-12)
World History Standards (Grades 5-12)
Historical Thinking Standards (Grades 5-12)
Common Core State Standards (Grades 11-12)
CCSS.ELA-Literacy.RH.11-12.2 (Key Ideas and Details): Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.3 (Key Ideas and Details): Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CCSS.ELA-Literacy.RH.11-12.4 (Craft and Structure): Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
CCSS.ELA-Literacy.RH.11-12.5 (Craft and Structure): Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
CCSS.ELA-Literacy.RH.11-12.6 (Craft and Structure): Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
CCSS.ELA-Literacy.RH.11-12.7 (Integration of Knowledge and Ideas): Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-Literacy.RH.11-12.8 (Integration of Knowledge and Ideas): Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
CCSS.ELA-Literacy.RH.11-12.9 (Integration of Knowledge and Ideas): Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
CCSS.ELA-Literacy.RH.11-12.10 (Range of Reading and Level of Text Complexity): By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades 3-5)
D1.2.3-5. (Compelling Questions): Identify disciplinary concepts and ideas associated with a compelling question that are open to different interpretations.
D1.3.3-5. (Constructing Supporting Questions): Identify the disciplinary concepts and ideas associated with a supporting question that are open to interpretation.
D1.4.3-5. (Constructing Supporting Questions): Explain how supporting questions help answer compelling questions in an inquiry.
D1.5.3-5. (Determining Helpful Sources): Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration the different opinions people have about how to answer the questions.
D2.Civ.2.3-5. (Civics): Explain how a democracy relies on people's responsible participation, and draw implications for how individuals should participate.
D2.Civ.3.3-5. (Civics): Examine the origins and purposes of rules, laws, and key U.S. constitutional provisions.
D2.Civ.4.3-5. (Civics): Explain how groups of people make rules to create responsibilities and protect freedoms.
D2.Civ.5.3-5. (Civics): Explain the origins, functions, and structure of different systems of government, including those created by the U.S. and state constitutions.
D2.Civ.6.3-5. (Civics): Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.
D2.Civ.7.3-5. (Civics): Apply civic virtues and democratic principles in school settings.
D2.Civ.8.3-5. (Civics): Identify core civic virtues and democratic principles that guide government, society, and communities.
D2.Civ.9.3-5. (Civics): Use deliberative processes when making decisions or reaching judgments as a group.
D2.Civ.10.3-5. (Civics): Identify the beliefs, experiences, perspectives, and values that underlie their own and others' points of view about civic issues.
D2.Civ.11.3-5. (Civics): Compare procedures for making decisions in a variety of settings, including classroom, school, government, and/or society.
D2.Civ.12.3-5. (Civics): Explain how rules and laws change society and how people change rules and laws.
D2.Civ.13.3-5. (Civics): Explain how policies are developed to address public problems.
D2.Civ.14.3-5. (Civics): Illustrate historical and contemporary means of changing society.
D2.Eco.1.3-5. (Economics): Compare the benefits and costs of individual choices.
D2.Eco.2.3-5. (Economics): Identify positive and negative incentives that influence the decisions people make.
D2.Eco.3.3-5. (Economics): Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services.
D2.Eco.4.3-5. (Economics): Explain why individuals and businesses specialize and trade.
D2.Eco.5.3-5. (Economics): Explain the role of money in making exchange easier.
D2.Eco.6.3-5. (Economics): Explain the relationship between investment in human capital, productivity, and future incomes.
D2.Eco.7.3-5. (Economics): Explain how profits influence sellers in markets.
D2.Eco.8.3-5. (Economics): Identify examples of external benefits and costs.
D2.Eco.9.3-5.(Economics): Describe the role of other financial institutions in an economy.
D2.Eco.10.3-5. (Economics): Explain what interest rates are.
D2.Eco.11.3-5. (Economics): Explain the meaning of inflation, deflation, and unemployment.
D2.Eco.12.3-5. (Economics): Explain the ways in which the government pays for the goods and services it provides.
D2.Eco.13.3-5.(Economics): Describe ways people can increase productivity by using improved capital goods and improving their human capital.
D2.Eco.14.3-5. (Economics): Explain how trade leads to increasing economic interdependence among nations.
D2.Eco.15.3-5. (Economics): Explain the effects of increasing economic interdependence on different groups within participating nations.
D2.Geo.1.3-5. (Geography): Construct maps and other graphic representations of both familiar and unfamiliar places.
D2.Geo.2.3-5.(Geography): Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.
D2.Geo.3.3-5. (Geography): Use maps of different scales to describe the locations of cultural and environmental characteristics.
D2.Geo.4.3-5. (Geography): Explain how culture influences the way people modify and adapt to their environments.
D2.Geo.5.3-5. (Geography): Explain how the cultural and environmental characteristics of places change over time.
D2.Geo.6.3-5. (Geography): Describe how environmental and cultural characteristics influence population distribution in specific places or regions.
D2.Geo.7.3-5. (Geography): Explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas.
D2.Geo.8.3-5. (Geography): Explain how human settlements and movements relate to the locations and use of various natural resources.
D2.Geo.9.3-5. (Geography): Analyze the effects of catastrophic environmental and technological events on human settlements and migration.
D2.Geo.10.3-5. (Geography): Explain why environmental characteristics vary among different world regions.
D2.Geo.11.3-5. (Geography): Describe how the spatial patterns of economic activities in a place change over time because of interactions with nearby and distant places.
D2.Geo.12.3-5. (Geography): Explain how natural and human-made catastrophic events in one place affect people living in other places.
D2.His.1.3-5. (History): Create and use a chronological sequence of related events to compare developments that happened at the same time.
D2.His.2.3-5. (History): Compare life in specific historical time periods to life today.
D2.His.3.3-5. (History): Generate questions about individuals and groups who have shaped significant historical changes and continuities.
D2.His.4.3-5. (History): Explain why individuals and groups during the same historical period differed in their perspectives.
D2.His.5.3-5. (History): Explain connections among historical contexts and people's perspectives at the time.
D2.His.6.3-5. (History): Describe how people's perspectives shaped the historical sources they created.
D2.His.9.3-5. (History): Summarize how different kinds of historical sources are used to explain events in the past.
D2.His.10.3-5. (History): Compare information provided by different historical sources about the past.
D2.His.11.3-5. (History): Infer the intended audience and purpose of a historical source from information within the source itself.
D2.His.12.3-5. (History): Generate questions about multiple historical sources and their relationships to particular historical events and developments.
D2.His.13.3-5. (History): Use information about a historical source, including the maker, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a particular topic.
D2.His.14.3-5. (History): Explain probable causes and effects of events and developments.
D2.His.16.3-5. (History): Use evidence to develop a claim about the past.
D2.His.17.3-5. (History): Summarize the central claim in a secondary work of history.
D3.2.3-5. (Gathering and Evaluating Sources): Use distinctions among fact and opinion to determine the credibility of multiple sources.
D3.3.3-5. (Developing Claims and Using Evidence): Identify evidence that draws information from multiple sources in response to compelling questions.
D3.4.3-5. (Developing Claims and Using Evidence): Use evidence to develop claims in response to compelling questions.
D4.2.3-5. (Communicating and Critiquing Conclusions): Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.
D4.3.3-5. (Communicating and Critiquing Conclusions): Present a summary of arguments and explanations to others outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, and reports) and digital technologies (e.g., Internet, social media, and digital documentary).
D4.4.3-5. (Communicating and Critiquing Conclusions): Critique arguments.
D4.5.3-5. (Communicating and Critiquing Conclusions): Critique explanations.
D4.6.3-5. (Taking Informed Action): Draw on disciplinary concepts to explain the challenges people have faced and opportunities they have created, in addressing local, regional, and global problems at various times and places.
D4.7.3-5. (Taking Informed Action): Explain different strategies and approaches students and others could take in working alone and together to address local, regional, and global problems, and predict possible results of their actions.
D4.8.3-5. (Taking Informed Action): Use a range of deliberative and democratic procedures to make decisions about and act on civic problems in their classrooms and schools.